Digital transformation in Vietnamese higher education: an epistemic network analysis of policy documents
Nguyen, Huong Lan; Dang, Belle; Hong, Yvonne; Nguyen, Andy (2024-07-30)
Emerald
30.07.2024
Nguyen, H.L., Dang, B., Hong, Y. and Nguyen, A. (2024), "Digital transformation in Vietnamese higher education: an epistemic network analysis of policy documents", Journal of International Cooperation in Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JICE-03-2024-0010.
https://creativecommons.org/licenses/by/4.0/
© Huong Lan Nguyen, Belle Dang, Yvonne Hong and Andy Nguyen. Published in Journal of International Cooperation in Education. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode.
https://creativecommons.org/licenses/by/4.0/
© Huong Lan Nguyen, Belle Dang, Yvonne Hong and Andy Nguyen. Published in Journal of International Cooperation in Education. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202412037035
https://urn.fi/URN:NBN:fi:oulu-202412037035
Tiivistelmä
Abstract
Purpose
This study aimed to utilize Epistemic Network Analysis (ENA) for a thorough evaluation of policy documents concerning the digital transformation in Vietnam's higher education sector.
Design/methodology/approach
Adopting a quantitative ethnography approach, this research employed ENA to analyse a curated collection of 21 documents that specifically addressed higher education (HE) and digital transformation within Vietnam. The study also incorporated qualitative content analysis, utilizing the constant comparison method as outlined by Onwuegbuzie et al. (2009), for data coding. ENA facilitated the examination of connections among various policy aspects.
Findings
The study revealed a consistent overarching theme in Vietnam's digital transformation policies during and post-pandemic, focusing on key areas such as ADMINISTRATION, VISION, QUALITY, and INFRASTRUCTURE. However, a temporal shift in emphasis was observed: during the pandemic, policies were more focused on ADMINISTRATION and INFRASTRUCTURE, while post-pandemic, there was an increased emphasis on COLLAB, VISION, and TEACH_LEARN.
Originality/value
This research represents one of the initial efforts to showcase the utility and significance of ENA in analysing policy documents. It underscores ENA's potential in elucidating the complex interplay of policy elements in the context of digital transformation in higher education, particularly within a developing country setting.
Purpose
This study aimed to utilize Epistemic Network Analysis (ENA) for a thorough evaluation of policy documents concerning the digital transformation in Vietnam's higher education sector.
Design/methodology/approach
Adopting a quantitative ethnography approach, this research employed ENA to analyse a curated collection of 21 documents that specifically addressed higher education (HE) and digital transformation within Vietnam. The study also incorporated qualitative content analysis, utilizing the constant comparison method as outlined by Onwuegbuzie et al. (2009), for data coding. ENA facilitated the examination of connections among various policy aspects.
Findings
The study revealed a consistent overarching theme in Vietnam's digital transformation policies during and post-pandemic, focusing on key areas such as ADMINISTRATION, VISION, QUALITY, and INFRASTRUCTURE. However, a temporal shift in emphasis was observed: during the pandemic, policies were more focused on ADMINISTRATION and INFRASTRUCTURE, while post-pandemic, there was an increased emphasis on COLLAB, VISION, and TEACH_LEARN.
Originality/value
This research represents one of the initial efforts to showcase the utility and significance of ENA in analysing policy documents. It underscores ENA's potential in elucidating the complex interplay of policy elements in the context of digital transformation in higher education, particularly within a developing country setting.
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